Vietnam National University

University of Languages and International Studies

Faculty of English Language Teacher Education
School of English 2

4B * Reading-Writing Assignment Submission Sheet

This section is to be completed by the student before submission. Use block capitals.
Student's Name: Do Phuong Anh - 18010306

Vu Ha Trang - 18010256

Module Code and Title: BK-ENG4029-01 - ENGLISH 4B

Assignment Title: Discuss the statement: “The World Wide Web has destroyed the
quality of students’ assignments.”. Support your claims with appropriate groups and
warrants.

Date of submission: 12/12/2023

I confirm that the work submitted has been produced through my own efforts.
Student's Signature:............................................................

Conditions:
 There will be automatic deductions of 10% for work, which is 10% over or under the
word limit.
 Errors in referencing will result in up to 10% deduction of marks.
 Plagiarism will be penalized with 0 (Zero). If permitted to resubmit, a maximum of
40% will be awarded.
 Work not submitted on time without prior approval will be failed and a maximum mark
of 40% awarded for the resubmission.
 OUTLINE

1. Introductory paragraph

Background + motive: In accordance with the remarkable advancement of

technology, the World Wide Web has proven to be one of the richest libraries where a
wealth of information can be gathered.

Thesis statement: The assertion that the World Wide Web has had a significant
impact on the quality of students' assignments contains both positive and negative factors
that warrant thoughtful evaluation.

2. Body paragraph
* Paragraph 1:

Topic sentence 1: The World Wide Web, a circumstance that gives rise to various
adverse consequences for students' tasks.

Claim 1: One of the negative aspects of the WWW's influence on students'

assignments is plagiarism.

Ground 1: Plagiarism is not a recent phenomenon (as cited in Akçapınar, 2015)

known as "digital plagiarism" (as cited in Akçapınar, 2015). It involves copying from the
internet or from peers, and many college students engage in it (as cited in Akçapınar,
2015), posing a serious concern for both educational institutions and society. In the
context of academic dishonesty in higher education, it often occurs in assignments like
papers, research reports, and essays. This issue isn't limited to Indonesian universities,
such as IAIN Bone. In an interview, Education Faculty students admitted to rapidly
completing assignments by copying and merging online ideas (Forsyth, et al., 2018).

2
 Plagiarism is not a new phenomenon.

(as cited in Akçapınar, 2015).

Plagiarism may be defined as literary theft of someone else’s works or ideas

and
claiming them as one’s own without appropriate acknowledgment to the
source. In the context of students’ dishonesty behavior in higher education,
plagiarism could be performed in any attempt, especially those related to academic
writing assignments such as papers, research reports, or essays.

(Dewantara & Hasanah, 2022)

Students easily copy and paste these references making them, intentionally or
not, engage in plagiarism. Students at Indonesian universities experience such
problems, IAIN Bone, as well. Based on the initial interview, NH, RR, WS (students
of Education Faculty) confessed that the instant way to make a writing assignment is
googling, copying, and combining some ideas from the internet.

(Dewantara & Hasanah, 2022)

Warrant 1: The Internet's impact on student assignments has fueled widespread

plagiarism, transcending borders and affecting academic integrity. Both students and
institutions need to prioritize ethics in the digital age.

3
 Claim 2: In addition to the magnitude of students' plagiarism in assignments, the
utilization of the World Wide Web (WWW) also precipitates their superficial research

Ground 2: :”The results of internet searches are also electronic, and students can
quickly copy and paste the information directly into assignments, papers, and other
documents” (as cited in Forsyth, et al., 2018) without properly understanding or critically
analyzing the content. Besides, due to time constraints and the vastness of online
resources, students may only skim the surface of a topic, leading to shallow and
incomplete research in their assignments (Forsyth, et al., 2018).

:”The results of internet searches are also electronic, and students can quickly
copy and paste the information directly into assignments, papers, and other
documents”.
(as cited in Forsyth, et al., 2018)

:”They also claimed that all these ways had been familiar and acceptable
methods to finish the bunch of assignments in a short time instantly.”

(Dewantara & Hasanah, 2022)

Warrant 2: With the pressure to complete assignments quickly, students may rely
on the most easily accessible sources instead of conducting in-depth research. This can
result in assignments lacking depth and nuance.

4
 Warrant 1+2: In conclusion, the World Wide Web's accessibility to vast
information can overwhelm students, tempt them to plagiarize, and encourage superficial
research, all of which can contribute to a decline in the quality of their assignments.

* Paragraph 2

Topic sentence 1: Conversely, the Internet has brought about positive changes in
how students approach assignments.

Claim 1: The internet enhances students' research with diverse resources and easy
access to information and course materials.

Ground 1: The internet has revolutionized students' access to diverse educational

resources, making research more efficient. It enables exploration of academic materials,
including scholarly articles, research papers, and multimedia content, enhancing research
capabilities. Social media, Wikipedia, and mobile devices further facilitate information
access. This transformation has empowered students to engage in academic inquiries with
unprecedented thoroughness and precision.

:” The advent of social media, Wikipedia and collaborative websites allow

students to easily access a wealth of information in a matter of seconds. The
ubiquitous ownership of mobile devices provides unlimited opportunities of students
to easily take and store pictures or documents of course materials which can be
viewed.”

(Forsyth, et al., 2018))

Warrant 1: The ease of finding diverse and up-to-date sources has the potential to
enhance the depth and breadth of their assignments. This increased access to information
fosters a culture of self-directed learning, empowering students to explore topics of
personal interest and expand their knowledge beyond the confines of the classroom.

5
 3. Conclusion

Summary: The swift advancement of digital information is a significant factor

contributing to academic dishonesty, which encompasses plagiarism. The Internet's
accessibility to diverse resource formats simplifies the occurrence of plagiarism. On the
contrary, it has enriched the educational experience by providing access to a wealth of
information, enabling collaborative learning, and fostering creativity through multimedia
integration.

State opinion: The internet has facilitated the integration of multimedia elements
into assignments.

Final thought: This multimedia approach can enhance the quality of assignments by
making them more visually appealing and compelling, which is particularly relevant in
today's digital world.

READING DIARY

1. Reading material 1
Source: Akçapınar, G. (2015). How automated feedback through text mining
changes plagiaristic behavior in online assignments. Computers & Education, 87, 123–
130. https://doi.org/10.1016/j.compedu.2015.04.007

Summary: This study aimed to reduce plagiarism in online assignments among

university students by implementing automated feedback based on text mining analysis.
The researchers conducted document similarity analysis on 4,268 short reflection texts
(up to 500 characters) written by 59 computer science students throughout the semester.
Plagiarism ratios were calculated midway through the semester and were used to provide

6
feedback to students. A second analysis at the end of the semester assessed whether
students' plagiaristic behavior changed after receiving feedback.
The results showed a statistically significant decrease in plagiarism ratios after
feedback was provided. On average, the ratio of plagiarized posts decreased by 21.07%,
and 83% of students had lower plagiarized post ratios. Additionally, the number of
students who did not commit plagiarism increased by 42.37% after feedback was given.
The study demonstrates that automated feedback based on text mining can
effectively combat plagiarism in online learning environments. However, further research
is needed to validate these results, especially through controlled experiments with larger
samples. Additionally, optimizing text mining algorithms for efficiency could be
beneficial when dealing with a larger number of students and texts.
Glossary:

No Word/ phrase Pronunciation Meanin Example

. g

1 acquisition /ˌæk.wɪˈzɪʃ.ən/ The The

process of acquisition of
getting huge amounts
something of data has
helped our
research
enormously

2 /ˌdɪ.sɔː.ri.en a Dehydr
disorientation ˈteɪ.ʃən/ feeling of ation can
being cause
confused disorientation
about where , low blood
you are, pressure,

7
 where you kidney
are going, or failure, and
what is ultimately
happening death

3 detec /dɪˈtekt/ to notice Some

something sounds
that is partly cannot be
hidden or not detected by
clear, or to the human ear
discover
something,
especially
using a
special
method

4 stored /stɔːrd/ to put or The

keep things data is stored
in a special on a hard
place for use disk and
in the future backed up on
a CD

5 proctor /ˈprɒk.tər/ to watch He

people taking proctored our
an exam in final.
order to
check that
they do not

8
 cheat

Original text # 1:

1. Introduction:

Plagiarism is not a new phenomenon (as cited in Akçapınar, 2015); however, it has
become a problem that threatens online learning environments. The term digital
plagiarism is used to identify plagiarism in online learning environments (as cited in
Akçapınar, 2015). The most commonly used method for digital plagiarism is taking all
or some parts of an assignment from another resource on the internet by copying and
pasting text (as cited in Akçapınar, 2015).

Paraphrasing + In-text citation:

Plagiarism is not a contemporary issue known as "digital plagiarism" that is

compromising the integrity of online education, identifying instances of copying and
pasting text from external online sources into assignments (Akçapınar, 2015).

2. Reading material 2

Source: Forsyth, R., Aleksieva, L., & Yovkova, B. (2018). The impact of technology
on cheating and plagiarism in the assessment – The teachers’ and students’ perspectives.
Nucleation and Atmospheric Aerosols. https://doi.org/10.1063/1.5082055

Main points/ Summary:

The study involved 100 teachers and 239 students from Sofia University. Teachers
had varying levels of experience in education modes, with most having strong experience
in face-to-face mode (74%). Only 32% of students had all tests and exams conducted
online, but around 70% had been assessed online in various forms.

9
 Both teachers and students reported instances of cheating and plagiarism, with
teachers observing more in face-to-face exams and students in online submissions.
However, there was no conclusive evidence that the internet increased cheating attempts.

Despite differences in observations, both groups recognized the importance of

technology, particularly plagiarism detection software, in preventing cheating.
Technology was seen as a key tool for maintaining academic integrity in assessments.

Glossary:

No Word/ Pronunciation Meaning Example

. phrase

1 adoption /əˈdɒp.ʃən/ the act of She was

legally taking a homeless and
child to be had to put her
taken care of as child up for
your own adoption

2 proliferatio /prəˌlɪf.ərˈeɪ.ʃən/ the fact of The past

n something two years
increasing a lot have seen the
and suddenly in proliferation
number or of TV
amount channels.

3 Copyright /ˈkɑː.pi.raɪt/ The legal His work

right to control is no longer
the production protected by
and selling of a copyright.
book, play,

10
 film,
photograph, or
piece of music.

4 Pathological /ˌpæθ.əˈlɒdʒ.ɪ.kəl/ Unable to I've got a

control part of pathological
their fear

5 Plagiarism /ˈpleɪ.dʒɚ.ɪ.zəm/ The She's

process or been accused
practice of of plagiarism.
using another
person's ideas
or work and
pretending that
it is your own.

Original text # 1:

The results of internet searches are also electronic, and students can quickly copy
and paste the information directly into assignments, papers, and other documents (as
cited in Forsyth, et al., 2018).

However, researchers have questioned both the perception of an increasing

problem and of the negative impact of the internet. For example, McCabe in his
longitudinal study provides some evidence of a decrease in cheating, and Davies and
Howard argue that there is no empirical evidence to support the argument that the
internet is a contributor to plagiarism (as cited in Forsyth, et al., 2018).

Paraphrasing + In-text citation:

11
 Internet search results, being electronic, can be easily copied and pasted into
assignments and papers by students. Some researchers doubt the internet's role in
plagiarism increase; McCabe notes a decrease, while Davies and Howard find no
empirical evidence for it (Forsyth, et al., 2018).

Original text # 2:

The advent of social media, Wikipedia and collaborative websites allow students to
easily access a wealth of information in a matter of seconds. The ubiquitous ownership
of mobile devices provides unlimited opportunities of students to easily take and store
pictures or documents of course materials”

Paraphrasing + In-text citation:

Social media, Wikipedia, and mobile devices have enhanced students' ability to
engage in academic inquiries with unprecedented thoroughness and precision (Forsyth, et
al., 2018)

3. Reading material 3

Source:

Dewantara, A. H., & Hasanah, U. (2022). Beyond academic dishonesty:

investigating the higher students’ knowledge and experience committing plagiarism.
Advances in Social Science, Education and Humanities Research.
https://doi.org/10.2991/assehr.k.220402.019

Main points/ Summary:

This study investigates plagiarism among higher education students, emphasizing

their knowledge and experiences. Plagiarism is a worldwide academic misconduct issue,
often associated with claiming others' work or ideas as one's own without proper
attribution. The rise of digital information and the internet has exacerbated this problem.

12
While prior research has explored plagiarism, this study focuses on the relationship
between students' understanding of plagiarism and their actual involvement in it,
specifically in Islamic higher education.

Using a survey-based approach, this research gathered data from 1,286 students at
IAIN Bone, revealing that most students are familiar with the term "plagiarism" but lack a
deep understanding. Many incorrectly believe that paraphrasing without proper citation is
acceptable and that proper citation allows them to copy and paste without consequences.
Regarding students' experiences, a significant number admit to committing plagiarism
despite recognizing it as unethical. Reasons include easy access to digital information, lax
rules, laziness, and a lack of understanding. In conclusion, this study underscores the
importance of educating students about plagiarism and promoting awareness to combat
this academic misconduct effectively.

Glossary:

No Word/ Pronunciatio Meaning Example

. phrase n

1 theft of /θɛft əv/ a phrase that He was

typically means arrested for the
the act or crime of theft of jewelry
stealing from the store
something.

2 reinspect to examine, The building

review, or inspector will
examine need to reinspect
something again, the construction
especially with the site to ensure that
intention of all safety

13
 checking for regulations are
errors, faults, or to being followed.
ensure compliance
with standards or
regulations.

3 correlated a phrase used The study

to to indicate a found that there is
statistical a strong positive
relationship or correlation
connection between the
between two or amount of
more variables or exercise a person
factors. gets and their
overall level of
physical fitness.

4 strive to /straɪv tuː/ a phrase that She strives

means to make a to excel in her
great effort or studies by
struggle to achieve studying
or attain diligently every
something. day

5 pertained /pərˈteɪnd/ the past tense The

of the verb discussion at the
"pertain," which meeting mainly
means to be pertained to the
relevant or budgetary issues
connected to a

14
 particular subject,
situation, or topic.

Original text # 1:

Academic dishonesty and unethical academic behavior issues continue to be a

worldwide concern. Plagiarism, one of the most common forms of academic
misconduct, has recently been a significant problem globally for the academic
environment. Plagiarism has been categorized, over the past decades, as a multi- year
phenomenon of academic dishonesty that occurs in higher education. Plagiarism may be
defined as literary theft of someone else’s works or ideas and claiming them as one’s
own without appropriate acknowledgment to the source. In the context of students’
dishonesty behavior in higher education, plagiarism could be performed in any attempt,
especially those related to academic writing assignments such as papers, research
reports, or essays.

Paraphrasing + In-text citation:

Academic misconduct, notably plagiarism, remains a substantial challenge in higher

education worldwide, frequently occurring in assignments such as papers, research
reports, and essays (Dewantara & Hasanah, 2022).

Original text # 2:

The increasing plagiarism issue in the academic environment is related to many

factors. The development of digital information may be considered a marked
contributor to the increasing plagiarism issue. The rapid rise of the use of the internet
accelerates the decline in academic ethics. The current technological sophistication
allows students to access any information through the internet easily. Students turn to
the internet to find solutions and shortcuts for writing assignments.

15
 Students easily copy and paste these references making them, intentionally or not,
engage in plagiarism. Students at Indonesian universities experience such problems,
IAIN Bone, as well. Based on the initial interview, NH, RR, WS (students of Education
Faculty) confessed that the instant way to make a writing assignment is googling,
copying, and combining some ideas from the internet. They also claimed that all these
ways had been familiar and acceptable methods to finish a bunch of assignments in a
short time instantly.

Paraphrasing + In-text citation:

The escalating issue of academic plagiarism is tied to the proliferation of digital

information and internet usage, enabling students, including those at IAIN Bone, to
swiftly complete assignments by copying and merging online ideas, as acknowledged by
Education Faculty students in an interview (Dewantara & Hasanah, 2022).

VERSION 1

In accordance with the remarkable advancement of technology, the World Wide Web
has proven to be one of the richest libraries where a wealth of information can be
gathered. As a result, it is regarded as a tool that can assist a large number of students in
completing their assignments. The assertion that the World Wide Web has had a
significant impact on the quality of students' assignments contains both positive and
negative factors that warrant thoughtful evaluation.

The World Wide Web, a circumstance that gives rise to various adverse
consequences for students' tasks. One of the negative aspects of the WWW's influence on
students' assignments is plagiarism. Plagiarism is not a recent phenomenon (Ercegovac &
Richardson, 2004) known as "digital plagiarism" (Kauffman & Young, 2015). It involves
copying from the internet or from peers, and many college students engage in it (Sisti,
2007; Stephens, etal., 2007), posing a serious concern for both educational institutions
and society (Batane, 2010). In the context of academic dishonesty in higher education, it

16
often occurs in assignments like papers, research reports, and essays. This issue isn't
limited to Indonesian universities, such as IAIN Bone. In an interview, Education Faculty
students admitted to rapidly completing assignments by copying and merging online ideas
(Forsyth, etal., 2018). The Internet's impact on student assignments has fueled widespread
plagiarism, transcending borders and affecting academic integrity. Both students and
institutions need to prioritize ethics in the digital age.

In addition to the magnitude of students' plagiarism in assignments, the utilization of

the World Wide Web (WWW) also precipitates their superficial research. “The results of
internet searches are also electronic, and students can quickly copy and paste the
information directly into assignments, papers, and other documents” without properly
understanding or critically analyzing the content (Dewantana & Hasanah, 2021). Besides,
due to time constraints and the vastness of online resources, students may only skim the
surface of a topic, leading to shallow and incomplete research in their assignments
(Forsyth, 2018). With the pressure to complete assignments quickly, students may rely on
the most easily accessible sources instead of conducting in-depth research. This can result
in assignments lacking depth and nuance. In conclusion, the World Wide Web's
accessibility to vast information can overwhelm students, tempt them to plagiarize, and
encourage superficial research, all of which can contribute to a decline in the quality of
their assignments.

Conversely, the Internet has brought about positive changes in how students
approach assignments. The internet enhances students' research with diverse resources
and easy access to information and course materials. The internet has revolutionized
students' access to diverse educational resources, making research more efficient. It
enables exploration of academic materials, including scholarly articles, research papers,
and multimedia content, enhancing research capabilities. Social media, Wikipedia, and
mobile devices further facilitate information access. This transformation has empowered
students to engage in academic inquiries with unprecedented thoroughness and precision.
The ease of finding diverse and up-to-date sources has the potential to enhance the depth

17
and breadth of their assignments. This increased access to information fosters a culture of
self-directed learning, empowering students to explore topics of personal interest and
expand their knowledge beyond the confines of the classroom.

The swift advancement of digital information is a significant factor contributing to

academic dishonesty, which encompasses plagiarism. The Internet's accessibility to
diverse resource formats simplifies the occurrence of plagiarism. On the contrary, it has
enriched the educational experience by providing access to a wealth of information,
enabling collaborative learning, and fostering creativity through multimedia integration.
The internet has facilitated the integration of multimedia elements into assignments. This
multimedia approach can enhance the quality of assignments by making them more
visually appealing and compelling, which is particularly relevant in today's digital world.

REFERENCE

1. Akçapınar, G. (2015). How automated feedback through text mining changes

plagiaristic behavior in online assignments. Computers & Education, 87, 123–130.
https://doi.org/10.1016/j.compedu.2015.04.007
2. Forsyth, R., Aleksieva, L., & Yovkova, B. (2018). The impact of technology on
cheating and plagiarism in the assessment – The teachers’ and students’ perspectives.
Nucleation and Atmospheric Aerosols. https://doi.org/10.1063/1.5082055
3. Dewantara, A. H., & Hasanah, U. (2022). Beyond academic dishonesty: investigating
the higher students’ knowledge and experience committing plagiarism. Advances in
Social Science, Education and Humanities Research.
https://doi.org/10.2991/assehr.k.220402.019

EDITING CHECKLIST

Name of Writer: Vũ Hà Trang & Đỗ Phương Anh

Name of Partner: Group 1: Mạc Thị Ánh Tuyết- Lê Thị Quỳnh Anh

18
 Checking Writer Partner Evidence
effectiveness

Introductory
paragraph
1.Do the
yes
building sentences
provide adequate
background
knowledge on the
topic?

2. Is the motive for yes

the essay clear?

3. Does the thesis yes

have a clear position?

Body paragraphs

5. Does each yes

paragraph have a
topic sentence which
explains the thesis
of the paragraph?

6. Does each yes

topic sentence
directly support the
thesis?

7. Do the no missing the ground

supporting sentences

19
 in each body sentence for the part of positive
paragraph directly effects of WWW
and adequately
support the topic
sentence?

8. Are counter- yes

arguments presented and
rebutted?

9. Are the The Internet enhances

arguments logical? students research with diverse
resources and essay access to
information and course
materials. The internet has
revolutionized student’s
access to diverse educational
resources, making research
more efficient.

=> Claim and supporting

ideas are overlapped

Concluding
paragraph

10. Are the yes

readers reminded of
the thesis and main
arguments?

11. Is there an no missing the part of

20
 effective final thought? stating opinion => advantages
or drawbacks overweight?

Checking mechanics Write Partne Evidence

r r

Language

1. Is the meaning of  This transformation

no
each sentence clear? has empowered …

=> isn’t relevant to the

previous sentence

2. Could hedging
language be added?

3. Could intensifying yes

language be added?

4. Are transitional yes as a result, in addition

words or phrases necessary? to, in accordance with,
conversely, in conclusion,
besides

5. Would the passive  It is regarded as a tool

yes
voice or nominalization make that can assist a large

sentences more effective? number of students in

completing their

21
 assignments.
 This issue isn't limited
to Indonesian universities,
such as IAIN Bone.
 …

6. Are there any no

sentence fragments?

7. Is there any no Suggestion:

redundancy?
 You may replace “the
world wide web” by
“WWW”
 sometimes
“students’assignments” can
be replaced with
“assignments”

8. Is any language no
subjective?

9. Are there any no

first- and second-person
pronouns (I, we, us,
you)?

Use of outside sources

10.Is no missing the page

information from number at at the end of

22
 outside sources citation when using quotes
cited properly? (direct citation)

 “digital plagiarism”
“The results …documents”

11. Is plagiarism yes

avoided?

12. Are quotations no

overused?

Grammar,
punctuation, spelling,
capitalization

13. Have the small yes Capitalization:

mistakes been fixed?
 Internet

Grammar:

 Article: the
exploration

Punctuatation:

 extra space (ethics in

the digital age)
 Stephens, etal. =>
Stephen et al.
 Forsyth, etal. =>

23
 Forsyth et al.

Reipetition:

 a weath of
information => a vast
amount of information

Overall:

The essay is well-written and grammatically correct. There are a few minor errors,
which I have noted and corrected in the essay.

The essay is well-organized and provides a balanced overview of the positive and
negative impacts of the World Wide Web on students’ assignments.

VERSION 2

In accordance with the remarkable advancement of technology, the World Wide Web
(WWW) has proven to be one of the richest libraries where a wealth of information can
be gathered. As a result, it is regarded as a tool that can assist a large number of students
in completing their assignments. The assertion that the WWW has had a significant
impact on the quality of students' assignments contains both positive and negative factors
that warrant thoughtful evaluation.

The World Wide Web, a circumstance that gives rise to various adverse
consequences for students' tasks. One of the detrimental effects of the WWW's influence
on students' assignments is plagiarism. Plagiarism is not a contemporary issue known as
"digital plagiarism" (Akçapınar, 2015, p.4). It involves copying from the internet or from
peers, and many college students engage in it, posing a serious concern for both
educational institutions and society (Akçapınar, 2015). In the context of academic

24
dishonesty in higher education, it often occurs in assignments like papers, research
reports, and essays. This issue isn't limited to Indonesian universities, such as IAIN Bone.
In an interview, Education Faculty students admitted to rapidly completing assignments
by copying and merging online ideas (Forsyth, et al., 2018). The Internet's impact on
student assignments has fueled widespread plagiarism, transcending borders and affecting
academic integrity. Both students and institutions need to prioritize ethics in the digital
age.

In addition to the magnitude of students' plagiarism in assignments, the utilization of

the WWW further promotes their superficial research. Internet search results, being
electronic, can be easily copied and pasted into assignments and papers by students
without properly understanding or critically analyzing the content (Dewantana &
Hasanah, 2022). Besides, due to time constraints and the vastness of online resources,
students may only skim the surface of a topic, leading to shallow and incomplete research
in their assignments (Forsyth, et al., 2018). With the pressure to complete assignments
quickly, students may rely on the most easily accessible sources instead of conducting in-
depth research. This can result in assignments lacking depth and nuance. In conclusion,
the World Wide Web's accessibility to vast information can overwhelm students, tempt
them to plagiarize, and encourage superficial research, all of which can contribute to a
decline in the quality of their assignments.

Conversely, the Internet has brought about positive changes in how students
approach assignments. The internet enhances students' research with diverse resources
and easy access to information and course materials. It enables the exploration of
academic materials, including scholarly articles, research papers, and multimedia content,
enhancing research capabilities by Social media, Wikipedia, and mobile devices further
facilitate information access (Dewantana & Hasanah, 2022). The internet has played a
crucial role in enhancing and continues to enhance students’ academics. The potential for
enhanced depth and breadth in assignments arises from the ease of finding diverse and up-

25
to-date sources, fostering a culture of self-directed learning that empowers students to
explore personal interests and expand knowledge beyond the classroom.

The swift advancement of digital information, particularly the Internet's accessibility

to diverse resource formats, significantly contributes to academic dishonesty,
encompassing plagiarism. On the contrary, it has enriched the educational experience by
providing access to a vast amount of information, enabling collaborative learning, and
fostering creativity through multimedia integration. To address the challenges of
academic dishonesty in the digital era, we believe that promoting critical thinking,
emphasizing source evaluation, and implementing plagiarism detection measures are
crucial for maintaining the quality and integrity of students' assignments while harnessing
the benefits of the World Wide Web.

REFERENCE

1.Akçapınar, G. (2015). How automated feedback through text mining changes

plagiaristic behavior in online assignments. Computers & Education, 87, 123–130.
https://doi.org/10.1016/j.compedu.2015.04.007

2. Forsyth, R., Aleksieva, L., & Yovkova, B. (2018). The impact of technology on
cheating and plagiarism in the assessment – The teachers’ and students’
perspectives. Nucleation and Atmospheric Aerosols.
https://doi.org/10.1063/1.5082055

3. Dewantara, A. H., & Hasanah, U. (2022). Beyond academic dishonesty:

investigating the higher students’ knowledge and experience committing
plagiarism. Advances in Social Science, Education and Humanities Research.
https://doi.org/10.2991/assehr.k.220402.019

26